brown v. board of education national park service u.s ... · 2. invite a guest musician to your...

Brown v. Board of Education National Historic Site

Fair is FairFair is Fair

National Park ServiceU.S. Department of the Interior

Teacher’sGuide

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Teacher’sGuide

Purpose:

The Fair is Fair DVD and teacher’s guide is produced in cooperation bythe National Park Service and the Brown Foundation to provide teachersof students in grades K-3 resources for teaching concepts of justice,democracy and social awareness. The DVD provides information aboutthe National Park Service and specifically about Brown v. Board ofEducation National Historic Site in Topeka, Kansas as well as introduceslearners to the concepts of fairness in public education. The teacher’sguide provides lesson plans, additional resources and suggested learningactivities to complement the information introduced in the video.

Concept:

Rather than try to explain abstract concepts of historical eventssurrounding the Brown v. Board of Education Supreme Court case, theFair is Fair packet is intended to present skills and processes in alignmentwith the Kansas state benchmarks for Social Studies through music,games, physical activities, and discussion. Appropriate skill levels andbenchmarks will be detailed for each grade level.

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S K I L L S I N T R O D U C E D :

Sequence/chronological orderRoles of citizens

Problem solvingCompare/contrast

Cause and effectDecision making

Analyzing issuesDrawing conclusions

Comprehension and compositionResponding to literatureRetelling a storyLocating main ideasLocating information from a variety of sourcesUsing primary and secondary sources

Using local resources (museums, libraries, etc)Speaking to present ideas

Building interpersonal relationshipsAsking questions

EvaluationAttentiveness

Table of Contents

Introduction

Activities

Sing the Fair is Fair Song................4Play a game of “Red Rover” ..........8Create a board game......................10Circle time spinner ........................18Allen the Eagle Puppet ................20Commonalities: Alike

and Different ............................22Secret Friend ..................................25Community Interviews ................26

Appendices

Acknowledgments ....................31

Additional Resources ..............31WebsitesSuggested Readings

Included Teaching Materials inback pocket of folder

Eagle puppet artworkFour pages to colorGame board Spinner board

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Activity 1:

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Sing the Fair is Fair song

Levels: K-3

Subject Areas: Social Studies, Music

Objectives:• Students will understand and describe how fairness is essential to citizens in

school, the community, and in government.• Students will identify rules created by authorities and explain how citizens

participate in implementing them.• Students will compare how diverse members of a musical group each contribute

to the whole and diversity of individuals in a community.

Skills: Civics/Social Studies• Roles of citizens• Cause and effect• Compare and contrast• Drawing conclusions• Speaking to present ideas• Retelling a story• Locating main ideas

Music• Singing in groups• Respond verbally and kinetically to music• Identify interrelated subjects• Identify musical style or genre• Read 4/4 meter signatures, whole, half, quarter, & eighth notes

Kansas State Standards addressed:Social Studies• Civics 1- Student understands the rule of law as it applies to self, family,

school, local, state, and national governments.• Civics 2- Student understands the shared ideals and the diversity of American

society and political culture.• Civics 4- Student identifies the rights, privileges, and responsibilities of

becoming an active civic participant.

Music• Music 1- Singing alone and with others• Music 5- Reading and notating music• Music 6- Listening to, analyzing, and describing music• Music 8- Understanding relationships between music and other disciplines.

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Time: 1-2 class periods

Procedure:Pre-class preparation

1. Make photocopies of the Fair is Fair sheet music for each student.2. Invite a guest musician to your classroom to play guitar or piano and lead

student singing.3. Gather simple percussion instruments for group play if available.

Lesson plan4. Allow students to view the Fair is Fair DVD in its entirety. Show the

video again and have students join with Ranger Rachel in singing the Fair is Fair song in the last segment. Lyrics are printed on the screen for singing along.

5. Begin discussion of video content. Allow students to describe the main ideas of the story and identify why being fair is important. Some possible issues to address are:

• What does it mean to be fair?• Who needs to be fair?• What happens when rules are unfair?• Have you been treated unfairly? How did you feel?• What does “segregation” mean? Why was it unfair?• Why does the National Park Service remember the Supreme Court

case that ended segregation? • Why is it important for the government/ school/ family to have rules?• What happens when these rules are not followed?• How does being polite and saying nice words to others help make

things fairer?6. Pass out copies of the Fair is Fair sheet music and have guest musician play

through the music and lead the students in singing the song. In depth review of reading music notation could be included but is optional. Students can clap along or play simple percussion instruments along with the music.

7. Have students talk about the song. Include discussion about how the song connects with the main idea of the video. Some possible issues to address are:

• How does joining in group singing show fairness to one’s classmates?(Think about how Ranger Rachel in the video talked about inviting others to join into group activities.)

• If percussion instruments are used in group song, discuss how each instrument adds to the diversity of the group. Compare to how different instruments in an orchestra or band each contribute to the whole. Also consider how each citizen contributes to the larger community.

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Have each student draw a picture or write a story about a time that they weretreated unfairly. Ask them to share their stories or pictures with the class. Allow

students to offer solutions to the unfair situations or ideas about new rules or laws thatcould have avoided the unfair situation in the first place. Evaluate studentsunderstanding of fairness as illustrated in story or picture. Check for higher levelthinking on problem solving skills and connection of abstract ideas to subject.

Have students make their own percussion instruments to play in the class “band”when singing the “Fair is Fair” song. Some possible projects could include

maracas, tambourines, wood blocks and sticks, or simple drums.

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Fair is Fair sheet music

Fair is fair.

Show you care.

In - vite, be po - lite

Can I count on you

To do what’s right?

Fair is fair!

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KKK

KKK

KKK

KKK

KKK

KKK

Q Q W

Q Q Q

Q W Q Q W

QR Q Q Q

Q Q Q Q

W W ooE B

E

A E

A

B

A E

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Activity 2:

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Play a game of “Red Rover”

Levels: K-3

Subject Areas: Social Studies

Objectives:• Students will identify when rules are not fair.• Students will work together as a team to determine how to make rules more fair.• Students will explain why working together as a team is important to making

community fair.

Skills: • Roles of citizens• Problem solving• Compare and contrast• Decision making• Analyzing issues

Kansas State Standards addressed:Social Studies• Civics 1- Student understands the rule of law as it applies to self, family, school,

state, local and national governments.• Civics 2- Student understands the shared ideals and the diversity of American

society and political culture.• Civics 4- Student identifies the rights, privileges, and responsibilities of becoming

an active civic participant.

Time: One class period

Procedure:Pre-class preparation

1. Prepare small slips of paper with the following phrases:

Elbows lockedOne finger gripTwo finger gripThree finger gripWhole hand grip

2. Place slips of paper into bag or hat.3. Have at least one adult available to monitor each team.4. Determine a large space for physical activity either outside or in a gymnasium.

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Lesson plan5. Divide the class into two teams and select a team captain for each. Notify the

class that the winning team will be rewarded (candy, privileges, etc.)6. Have the team captains draw out a slip of paper from the bag. The teams will

line up on either side of the space and join hands or lock arms as directed bythe slip of paper drawn by the team captain. For example, if the paper indicates a “one finger grip”, team members hold hands by only grasping one finger with their neighbors.

7. Begin game of “red rover”. Adult supervisors can choose which side goes first. Team huddles together to select a student from opposing team to “comeover.”

First team calls out:“Red rover, red roverLet ___________ (state student’s name) come over!”

8. The student called drops grip with his/her teammates and runs to the other side, trying to break through opposing team’s line. If the runner breaks through, he/she chooses someone from the broken line to return to join the runner’s team. If the runner fails to break through, he/she is caught and must join the opposite team.

9. Obviously, limiting the team’s grasp onto one another will make an unfair advantage to one of the teams. Some students will conclude this even before the game begins, but encourage the teams to try even with unfair rules.

10. After a few rounds, there should be sufficient disgust from the disadvantaged team to begin adjusting the rules. Before restarting the game, have teams come up with suggestions as to how to make the game more fair. Let studentsdecide as a class the new rules for the game and begin again.

11. Continue the game until all students are on one side. (Note: everyone is on the winning team in the end!) Reward the winning team.

12. Following the game, discuss with class why unfair laws or rules need to be changed for the benefit of the whole community. Remind students of the unfair laws that were discussed in the Fair is Fair DVD and how the Supreme Court (government) and the people of the United States (community) changed the rules about segregation to make public education fair for everyone. Some possible questions:

• How was being limited by the rules of the game similar to the rulesthat kept children of different races from attending school together?

• What was the best way to fix the problem? • Why is it important to change unfair rules?

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Carefully observe teamwork and cooperation between team members. Determine ifsportsmanship (good citizenship) is practiced by all participants. Evaluate

discussion following game to determine students’ understanding of fairness, rules andthe importance of good citizenship.

In some circumstances, “Red Rover” may be too rough or physical for student play.Substitute another playground game by rearranging the rules to give one team an

unfair advantage. Team-based tag games would also work well for this activity.

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O P T I O N A L A C T I V I T Y

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Create a board game

Levels: 2-3

Subject Areas: Social Studies, Visual Arts, Math

Objectives:• Students will cooperatively produce game board and necessary pieces.• Students will cooperatively determine rules of game.• Students will analyze fairness of rules.• Students will solve problems encountered with game rules of play.

Skills: Social Studies• Problem solving• Analyzing issues• Decision making• Drawing conclusions• Sequence/ chronological order• Roles of citizens• Cause and effect

Visual Arts• Application of media techniques• Sharing artwork with others• Safe use of simple tools/materials• Express ideas• Recognize differences among characteristics and purpose of art• Identifies interrelated subjects

Math• Number sense• Estimation• Computation• Equations and inequalities• Mathematical models• Patterns/classification

Kansas State Standards addressed:Social Studies• Civics 1- Student understands the rule of law as it applies to self, family, school,

local, state and national governments.• Civics 2- Student understands the shared ideals and diversity of American society

and political culture.• Civics 4- Student identifies the rights, privileges, and responsibilities of becoming

an active civic participant.

Visual Arts• Art 1- Student understands and applies media techniques and processes.• Art 2- Student shares artwork with others and tells about how and why they

created it.

Activity 3:

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• Art 3- Student demonstrates safe use of simple tools/ materials.

Math• Math 1.1- Student demonstrates number sense for whole numbers, fractions, and

money using concrete objects in a variety of situations.• Math 1.4- Computation

Time: One week of class periods

Materials:• Poster board for mounting decorated game boards• Crayons/markers/colored pencils• Paste/glue/glitter• Scissors• Variety of objects for game pieces e.g. buttons, poker chips, marbles, small toys,

hard candy, plastic beads, etc., enough so that each player has one game piece• Dice• Photocopies of game board components• Photocopies of game rules

Procedure:1. Game Objective: Help Allen get to Brown v. Board of Education National Historic

Site.2. Allow students to decorate photocopies of game board in any manner they wish.3. Game boards can be decorated individually or in groups of 3-4.

Game Rules:1. 2-4 players per game will choose their colored marker.2. After every roll of single die, the student will move their game piece up the

corresponding number of spaces and pickup a computation card. If they answerthe equation correctly, they will move one more space up. If they answer itincorrectly, they stay in the same space. Students may use a pencil and scratchpaper to compute the math questions.

3. When a player lands on a "chance" space, s/he selects the top "chance" card fromthe pile. The other players will decide what is fair and what is unfair for the playerwho landed on the "chance" space based on the options presented by the"chance" card selected.

4. Whoever gets Allen to Brown v. Board of Education National Historic Site firstwins.

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C O M P U T A T I O N A N S W E R S F O R C A R D S :18¢ + 33¢ = 51¢ 87¢ - 23¢ = 64¢ 52¢ + 11¢ = 63¢How many minutes are in an hour? 60 Minutes 7 + 5 + 3 = 15 4 + 1 + 8 = 13 9 + 4 + 2 = 15 150 + 210 = 360 316 + 548 = 864415 + 111 = 526 724 + 252 = 976 482 + 34 = 516 398 + 0 = 398 527 + 0 = 52794 - 26 = 68 67 - 41 = 26 57 - 49 = 8 847 - 610 = 237 518 - 212 = 306257 - 72 = 185 756 - 270 = 486 823 - 24 = 799Count by 5’s and find the missing number: 45, 50, …, 55 20, 25, 30, 35 85, 90, 95, 100Does 4 + 9 = 9 + 4? Yes Does 2 + 7 = 7 + 2? Yes Is 9 = 3 + 6 the same as 3 + 6 = 9? YesIs 6 = 3 + 3 the same as 3 + 3 = 6? Yes This is a Square...What is the length? 4

ComputationComputationComputation

67 - 41 = 57 - 49 = 847 - 610 =


398 + 0 = 527 + 0 = 94 - 26 =


415 + 111 = 724 + 252 = 482 + 34 =


9 + 4 + 2 = 150 + 210 = 316 + 548 =


How manyminutes are in an hour?

7 + 5 + 3 = 4 + 1 + 8 =


18¢ + 33¢ = 87¢ - 23¢ = 52¢ + 11¢ =

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Answer:Answer:Answer:

237 8 26


68 527 398


516 976 526


864 360 15


13 15 60 Minutes


63¢ 64¢ 51¢

ChanceChanceChance

ChanceChanceChance


Is 9 = 3 + 6the same as3 + 6 = 9 ?

Is 6 = 3 + 3the same as3 + 3 = 6 ?


Does 4 + 9 =9 + 4 ?

Does 2 + 7 =7 + 2 ?


823 - 24 =Count by 5’s and findthe missing number

45, 50, ...


518 - 212 = 257 - 72 = 756 - 270 =

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Count by 5’s and findthe missing number

20, ..., 30, 35

Count by 5’s and findthe missing number

85, 90, 95, ...

4 4

4

?

This is asquare.What is themissinglength ?

? ? ?? ? ?

Move forward 2

spaces or the two

players to your right

move back 3 spaces.


4 yes yes


yes yes 100


25 55 799


486 185 306

Stay where you are

or the player to your

left move ahead 4

spaces.

Move forward 2

spaces and the player

who is in first place

goes back to start

Move 1 space back or

get skipped 3 turns.

Switch places with

the player who is in

last place or move

ahead one space.

Answer 3 questions fromthe math cards, if youanswer all three correctlymove ahead 2 spaces, oranswer 1 card question andmove ahead one space ifanswered correctly.

ChanceChanceChance

ChanceChanceChance

ChanceChanceChance

ChanceChanceChance

ChanceChanceChance

ChanceChanceChance

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? ? ?? ? ?

? ? ?? ? ?

? ? ?? ? ?

Move forward 1 space

or every player moves

back 2 spaces.

Move back 2 spaces

or every player

moves back 4 spaces.

Choose another

chance card or move

back 3 spaces.

Move forward 1

space or choose a

computation card and

move ahead 2 spaces

if answered correctly.

Say something nice to

the other players and

move ahead one

space or stay where

you are.

Go back to start or

every player moves

forward 1 space.

Give every player a

high five and every

player moves ahead

1 space or move back

2 spaces.

Lose all turns for 5

minutes or you move

back 1 space.

Switch places with

the player to your

left or stay where

you are.

Move forward 3

spaces or send all the

other players back 2

spaces.

Spin again and move

ahead that number of

spaces or send the

other players back

that amount.

Move forward 2

spaces or move the

player that is in last

place back 5 spaces.

Move back 1 space or

every player moves

back 3 spaces.

Shake every player’s

hand and tell them

thank you and every

player moves ahead 1

space.

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Circle Time Spinner

Levels: K-3

Subject Areas: Social Studies, Language Arts

Objectives:• Students will identify appropriate polite and fair behaviors exhibited during the

school day by themselves and classmates.• Students will orally articulate emotions and ideas concerning fair behaviors.• Students will construct a paragraph describing their responses to spinner

questions.

Skills: Social Studies• Roles of citizens• Observing• Retelling a story• Compare/contrast• Analyzing issues

Listening, Viewing, Speaking• Comprehension• Participation in groups• Evaluation• Attentiveness

Kansas State Standards addressed:Social Studies• Civics 4- Students recognizes the rights, responsibilities and privileges of

becoming an active civic participant.

Listening, Viewing, Speaking• Listening 1: The effective listener is attentive• Listening 3: The effective listener understands the message.• Listening 6: The effective listener participates appropriately in small groups.• Speaking 2: The effective speaker participates in a variety of communication

opportunities.• Speaking 3: The effective speaker produces a coherent message.• Speaking 6: The effective speaker participates appropriately in small groups.

Time: Approximately 15-20 minutes at end of day

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Procedure:Lesson plan

1. Gather class into circle on floor or in chairs at end of day.2. Allow each student a turn at spinning the spinner and answering the

appropriate question or completing designated task.3. Encourage students to think about their own and each others’ behavior and

politeness during school that day.4. Ensure that the appropriate listening and speaking skills are used during

exercise (attentiveness, courtesy, appropriate word choices, etc.).

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Observe students’ responses during circle time and assess appropriate listening andspeaking skills. Also assess students’ participation and behaviors appropriate to

civic participation and courtesy. Grade student essays for reading and writing skills.

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1. Assign students write a paragraph or short essay describing their responses tothe spinner questions. Paragraphs could be assigned as homework or for nextclass day.2. Create a class book with the students’ paragraphs or short essays by allowingstudents to draw illustrations to their stories. Combine student work into singlebook and display in classroom or for parents’ viewing.

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Allen the Eagle Puppet

Levels: K-3

Subject Areas: Art, Literature

Objectives:• Students will create their own Allen the Eagle puppet out of a lunch bag• Students will explain how Allen chose the fairest solution to the conflict in the

story

Skills:• Responding to literature• Retelling a story• Art

Kansas State Standards addressed:Visual Arts• Standard 1: Understanding and applying media techniques and processes

Benchmark 2: Share artwork with others and tell how and why they did it.Benchmark 3: Demonstrate safe use of simple tools/materials.

Literature• Standard 2: The student reads and responds to a variety of text.

Benchmark 1: The student uses literary concepts to interpret and respond to text.

Time: One class period

Materials Needed:• Photocopies of Allen the Eagle cutout for each student• Acrylic paint, markers or crayons• Popsicle sticks• Glue• Felt, feathers, eyes or other craft decorations

Procedure:1. Have students cutout, decorate and assemble puppets according to directions on

photocopied handout.2. Have the class sit in a circle and cooperatively discuss scenarios for puppet show.

Encourage stories that promote far and polite behavior. 3. Use Allen to create a puppet show that explains how Allen chose the fairest

solution to the conflict in the story.4. Have students work in pairs or groups of three to present short puppet plays.

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Evaluate the students’ Allen the Eagle puppet, check for appropriate placement ofmaterial and paint on the puppet. Through observation during the puppet show,

check for an understanding of fairness and how Allen chose the fairest solution to the conflict.

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1. Create figures of children out of construction paper to use on the flannel board.

2. Display scenarios on the flannel board that are unfair and have the students decide, using problem solving skills, what to do to make it fair.Suggestions:• Have a group of children playing with one child not invited to play.• Two children playing with a ball and another student takes the ball away.• Students are lined up to go to lunch and a student cuts in line.• While playing a game, one student accidentally knocks down another

student and does not apologize.

3. Story ideas for puppet shows or flannel board plays.• The Park Ranger tells Allen about his grandpa who remembers Brown v.

Board of Education during the 1950s.• Allen is then motivated to go and help create fairness but he is not sure what

is fair.• Tell the story about Brown v Board of Education again to make sure the

students realize that segregation was ended by this decision. It will explainwhat fairness is again and students will be able to predict solutions to unfairsituations by empathy. At the end, Allen discovers what fairness is and fliesaway to teach others about it.

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Commonalities

Levels: 1-3

Subject Areas: Writing

Objectives:• Using a Venn diagram, students will work together to determine common likes,

dislikes, and traits.• Students will present their findings to the class.• Students will write an essay comparing and contrasting their partner.

Skills:• Compare and contrast• Speaking to present ideas• Comprehension and composition

Kansas State Standards addressed:Writing: • The student writes effectively for a variety of audiences, purposes, and context.

Benchmark 2: The student writes expository text using the writing process.

Time: One Class Period

Materials Needed:• Photocopies of Venn Diagrams for each pair of students to use at desk• Venn Diagram large enough to be presented in front of class

Procedure:1. Pair up students with others they normally do not interact with in school.2. Using a Venn diagram, have students write their name below one circle and their

partner’s name below the other circle.3. Traits that they have in common are placed where the circles overlap and traits

that are unique to the student go in the separate areas of the circles above thestudents’ names.

4. Some possible similarities might include:• What foods do they like; pizza, hamburgers, ice cream?• What activities do they like to do; sports, play video games, read?

5. Give students approximately 10 minutes to discussion and write their traits on theVenn diagram.

6. After the students are finished with their diagrams, have them form a circle withthe class. The partners need to sit next to each other and share their findings withthe class. Students or the teacher can use a large Venn diagram to demonstratetheir findings with the class.

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Activity 6:

Have the students write a compare and contrast essay on the common and uniquetraits of their partner. The Venn diagram should be used to help guide the

students on their paper. Evaluate students understanding of compare and contrastwriting, as well as spelling, punctuation, and grammar.

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Nam

e:__

____

____

____

____

____

____

___

Nam

e:__

____

____

____

____

____

____

___

Alik

e an

d D

iffer

ent

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Secret Friend

Levels: K-3

Subject Areas: Writing

Objectives:• Students will interact with randomly selected students by being extra polite and

including them in their activities.• Students will write a paper explaining who they believe their secret friend is.

Skills:• Speaking to present ideas• Building Interpersonal Relationships

Kansas State Standards addressed:Writing:• The student writes effectively for a variety of audiences, purposes, and context.

Benchmark 2: The student writes expository text using the writing process.

Time: One Week of class periods

Procedure:

1. On a piece of paper write down every student’s name. Cut the names intoindividual piece of paper and place them into a hat.

2. Have the students pick a name from the hat that they will be a secret friend to fora week.

3. As a secret friend, they are to demonstrate extra politeness or take extra effort toinclude their friend in their activities.

4. Observe the secret friend’s behavior to make sure they are following instructionsand truly being friendly.

5. At the end of the week, students will try to guess who their secret friend was.Have them write a short paper on who they believe their secret friend is and why.

6. Once all the students are finished with their paper, have them read it to the class. 7. It is not important for the student to know who their secret friend is. What is

important is that the secret friend tries to be extra polite and include them intotheir activities.

8. Since this is a week long activity, during the week you will probably have toremind students to be extra polite to their secret friend.

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Activity 7:

Evaluate the students’ paper based on spelling, punctuation, and grammar. As statedbefore, it is not important if the students do not know who their secret friend is

but it is important that the secret friend tries to be extra polite and tries to includethem into their activities. Observe the secret friends behavior and evaluate if they gavethe extra effort needed for the assignment.

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Community Interviews

Levels: K-3

Subject Areas: Social Studies, Language Arts

Objectives:• Students will identify a relative or family friend, possibly a grandparent, who

remembers the Brown v. Board of Education Supreme Court case in 1954 or theCivil Rights Movement.

• Students will interview that person to learn about their memories andexperiences.

• Students will report the stories back to the class.

Skills:• Speaking to present ideas• Retelling a story• Attentiveness• Comprehension• Interpersonal relationships• Asking questions• Locating main ideas

Kansas State Standards addressed:Social Studies• Civics 2- Student understands the shared ideals and diversity of American society

and political culture.• History 1- Student understands the significance of important individuals and

major developments in history.• History 4- Student engages in historical thinking skills.

Listening, Viewing, Speaking• Listening 1: The effective listener is attentive• Listening 3: The effective listener understands the message.• Speaking 2: The effective speaker participates in a variety of communication

opportunities.• Speaking 3: The effective speaker produces a coherent message.

Time: 2-3 class periods

Procedure:1. Read a story to the class appropriate to grade level about a Civil Rights Movement

leader or about the Brown v. Board of Education Supreme Court case. A list ofrecommended reading is located in the appendix of this booklet.

2. Discuss with the class the importance of the Civil Rights Movement and how thechanges in law that resulted helped make life in our nation more fair for allcommunities.

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3. Encourage students to identify a relative or family friend who lived through theCivil Rights Movement. Have students interview their subject to find out abouttheir memories or recollections concerning the events of the 1950s and 1960s. Youmay want to prepare students for the interview by having the class come up withsome questions that they should ask their interview subjects. Print up copies ofthe questions for the students to take to their own interviews.

4. Have students report their findings back to the class. Students should enjoyretelling stories they heard from their interview subjects.

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Evaluate students’ participation in the classroom discussion following the story andduring the question preparation period. Check for comprehension of issues

surrounding the Civil Rights Movement. Review difficult vocabulary that may arisefrom Fair is Fair DVD or from readings. For older students, assess performance onthe vocabulary quiz puzzle.

1. Instead of each student doing individual interviews, invite a guest speaker to cometo your class to talk about his or her own recollections of the Civil RightsMovement or Brown v. Board of Education. Have the class prepare questions priorto the speaker’s visit.2. For older students, have each child write a paragraph or short essay about what heor she learned from the interview subjects. Collect all essays together into a classbook to display for parents or rest of school.

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The scrambled vocabulary words below are important to the Civil Rights Movement and to the Brown v. Board of Education National Historic Site. A list of clues areavailable below.

1. geansiorgte _________________________________

2. tumpeCoreuSr (2 words)

_________________________ _________________________

3. ld lrauorhahgsMoT (2 words)

_________________________ _________________________

4. aeytqul i _________________________________

5. nvondt.ooBcBduiaworarfE (5 words)

___________________ _______ ___________________

_______ ______________________________

6. srapedhi le _________________________________

7. cMoSneoroloh (2 words)

_________________________ _________________________

8. ercPvoikt iNeanraalS (3 words)

_____________________ ______________ _____________________

Clues:1. This word means that African American and white children could not go to

school together.2. This is the highest court in the United States. It decided that segregation in

public schools was unfair and made it illegal.3. This man was a lawyer who helped present the Brown v. Board of Education

case before the Supreme Court. He became the first African American SupremeCourt Justice.

4. This word means that all citizens are valued and treated the same.5. This is the lawsuit that was decided by the Supreme Court on May 17, 1954

which ended segregation in schools. 6. This word means that someone shows good character, fairness and politeness to

everyone and encourages others to do the same.7. This is one of the African American schools that was represented in Brown v.

Board of Education Supreme Court case.8. This is the government agency that protects and preserves Brown v. Board of

Education National Historic Site, Mount Rushmore, and the Statue of Liberty.

Fair is Fair vocabulary scramble


isFair

Fairis

FairFair

Teachers’ Answer Key

1. segregation2. Supreme Court3. Thurgood Marshall4. equality5. Brown v. Board of Education

6. leadership7. Monroe School8. National Park Service

29

Fair is Fair vocabulary scramble


isFair

Fairis

FairFair

National Park Service. Brown v. Board of Education National Historical Site.

Brown Foundation for Educational Equity, Excellence, and Research.

Topeka Public Schools, U.S.D. 501. Williams Science and Fine Arts Magnet School.

Washburn University. School of Arts and Sciences.

Samuel K. Smith. Artist.

31

AcknowledgementsAcknowledgements

Additional ResourcesAdditional ResourcesWebsites

http://www.nps.gov/brvb

http://www.brownvboard.org

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/121brown/index.htm

http://www.bcala.org/brown.htm

http://www.aft.org/teachers/brown-civilrights.htm

http://www.crf-usa.org/brown50th/brown_v_board_links.htm

http://brownat50.org/

Additional Readings

Thurg00d Marshall and the Supreme CourtAdler, David A. A Picture Book of Thurgood Marshall. New York: Holiday House.1997.

Barnes, Peter W. and Barnes, Cheryl Shaw. Marshall, the Courthouse Mouse: A Tailof the U.S. Supreme Court. Alexandria, Virginia: VSP Books. 1998.

Frost, Helen. Thurgood Marshall. Mankato, Minnesota: Pebble Books. 2003.

Gibson, Karen Bush. Thurgood Marshall. Mankato, Minnesota: BridgestoneBooks. 2002.

LaVert, Suzanne. The Supreme Court. New York: Benchmark Books. 2003.

Marsh, Carol. Thurgood Marshall, Civil Rights Soldier. Gallopade International. www.1000readers.com.

Brown v. Board of EducationFireside, Harvey and Fuller, Sarah Betsy. Brown v. Board of Education: EqualSchooling for All. Springfield, New Jersey: Enslow Publishers. 1994.

Good, Diane. Brown v. Board of Education. New York: Children’s Press. 2004.

isFair

Fairis

FairFair

32

Civil Rights Movement and LeadersAdler, David A. A Picture Book of Rosa Parks. New York: Holiday House. 1993.

Coles, Robert. The Story of Ruby Bridges. New York: Scholastic, Inc. 1995.

Haskins, Jim. I Am Rosa Parks. New York: Puffin Books. 1997.

Johnson, Angela. A Sweet Smell of Roses. New York: Simon & Shuster. 2005.

Mattern, Joanne. Young Martin Luther King, Jr.: I Have a Dream. TrollAssociates. 1992.

Moore, Johnny Ray. Meet Martin Luther King, Jr. Nashville, Tennessee: IdealsChildren’s Books. 2002.

Rappaport, Doreen. Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.New York: Hyperion Books for Children. 2001.

Ringgold, Faith. If a Bus Could Talk: The Story of Rosa Parks. New York: Simon &Shuster. 1999.

Teaching ResourcesMenkart, Deborah, Murray, Alana D. and View, Janice L. Eds. Putting theMovement Back into Civil Rights Teaching: A Resource Guide for K-12 Classrooms.Teaching for Change, Publishers. 2004.

Turck, Mary C. The Civil Rights Movement for Kids: A History with 21 Activities.Chicago: Chicago Review Press. 2000.

E X P E R I E N C E Y O U R A M E R I C A

National Park ServiceU.S. Department of the Interior

Brown v. Board of Education National Historic Site1515 SE Monroe StreetTopeka, KS 66612-1143785 354-4273www.nps.gov/brvb

brown v. board of education national park service u.s ... · 2. invite a guest musician to your...

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